Elementary Teacher Education Program

Assistant Teacher Evaluation Form

CI 406 (FALL SEMESTER)
Department of Curriculum and Instruction
University of Illinois-Urbana/Champaign

Student Teacher’s Name __Courtney Voss___________ Date ____10/8/10___________________

School __Robeson Elementary_______________________________ Grade ____1__________________

Midterm Evaluation Please Check ___     ____ Cooperating Teacher

___     ____ Supervisor
___ X ____ Assistant Teacher

Directions: Circle the rating to indicate the assistant teacher’s performance using the following
rating scale.
Exceeds Expectations: Requires minimal or no assistance… excellent performance.
Meets Expectations: Requires some assistance… good performance.
Developing: Continued growth needed in this area.
Unacceptable: May lead to a PGP; May lead to an unsatisfactory grade in CI 406*
No opportunity to judge: Was not observed and/or required during the placement.
* A Professional Growth Plan is an individual academic plan with very specific expectations and goals
developed to assist teacher candidates in making progress toward successful completion of CI 406.

Rating Scale: Exceeds Expectations Meets Expectations Developing Unacceptable* No

opportunity to judge
3 2 1.5 1
NJ
*Earning any unacceptable ratings on this form may lead to a Professional Growth Plan and a failing grade in CI
406. A Professional Growth Plan is an individual plan with very specific expectations and goals developed to assist
teacher candidates in making progress toward successful completion of the teacher education program.
Successful completion of your early field experience is a requirement for continuation in the teacher education
program.
Following each item, the state standards are listed with align with that item. (IPTS=Illinois
Professional Teaching Standards, TECH=Technology Standards for All Illinois Teachers, LA=Language
Arts Standards for All Illinois Teachers)

Pillar One: Establishing community in Teaching and Learning Rating

Environments
Understands and appreciates the diverse needs and talents of all students and <INPUT TYPE=\
adapts instructions in order to create effective learning environments. CHECKBOX NAME= 1 >
IPTS 1, 2, 3, 4, 5, 8; LA 1 MACROBUTTON
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• Maintains a positive learning environment. 1.5 1 NJ

• Manages routine classroom activities well including lunch count, attendance,

opening activities.
3 2 1.5 1
• Maintains order/control consistent with the demands of the learning NJ
situation.
3 2 1.5 1
• Knows and uses students’ names NJ

• Demonstrates flexibility in unforeseen circumstances.

3 2 1.5 1
NJ
• Presents information clearly.
3 2 1.5 1
• Checks for understanding during instruction. NJ
• Uses appropriate pacing and manages instructional time effectively. 3 2 1.5 1
NJ
• Moves around the classroom appropriately during the lesson.
3 2 1.5 1
NJ

3 2 1.5 1
NJ

3 2 1.5 1
NJ

3 2 1.5 1
NJ
Effectively communicates with students to support and enhance learning 3 2 1.5 1
communities. NJ
IPTS 3, 5, 7, 9; TECH 5; LA 1,2,3

• Demonstrates expressive, animated, and articulate oral expression with 3 2 1.5 1

infrequent grammatical errors. NJ

• Demonstrates effective communication, clarity, and infrequent grammatical

errors in written expression. 3 2 1.5 1
NJ
• Clearly states expectations for student behavior.

• Consistently monitors student behavior. 3 2 1.5 1

NJ
• Follows through with expected behavior.
3 2 1.5 1
NJ
• Provides appropriate nonverbal and verbal feedback.
3 2 1.5 1
• Uses specific praise at appropriate times. NJ
• Begins lessons effectively, i.e. stating expectations and engaging students 3 2 1.5 1
NJ
• Closes lessons effectively.
3 2 1.5 1
• Encourages equitable student participation. NJ

• Gives adequate time for student responses. 3 2 1.5 1

NJ
• Attends to teachers’ administrative/professional responsibilities in an
appropriate and timely manner. 3 2 1.5 1
NJ
• Assesses student work in a timely fashion.
3 2 1.5 1
NJ

3 2 1.5 1
NJ

3 2 1.5 1
NJ

3 2 1.5 1
NJ
Effectively communicates with parents, colleagues, and others to support and 3 2 1.5 1
enhance learning environments. NJ
IPTS 3, 5, 7, 9 ; LA 1, 2, 3

• Demonstrates professional and positive iteractions with cooperating

teacher(s). 3 2 1.5 1
NJ
• Demonstrates professional and positive interactions with colleagues.
3 2 1.5 1
• Demonstrates professional and positive interactions with students. NJ

• Demonstrates professional and positive interactions with parents. 3 2 1.5 1

NJ
• Consults with cooperating teacher(s) concerning plans.
3 2 1.5 1
NJ

3 2 1.5 1
NJ
Comments:     
Pillar Two: Guiding the Development of Inquiring and Reflective Rating
Minds
Develops appropriate instructional plans that reflect the knowledge bases of the 3 2 1.5 1
subject matter content. NJ
IPTS 1, 2, 4, 6, 7, 8; TECH 8; LA 1

• Constructs appropriate written lesson plans.

3 2 1.5 1
NJ
• Develops organized, educationally appropriate and engaging lessons.
3 2 1.5 1
• Prepares all materials before teaching. NJ

• Links evaluation activities to the lesson objectives. 3 2 1.5 1

NJ

3 2 1.5 1
NJ
Develops appropriate instructional plans that reflect the knowledge bases of 3 2 1.5 1
pedagogy and human growth and development. NJ
IPTS 1, 2, 3, 4, 6, 7, 8; TECH 8; LA 1, 2, 3

• Uses various approaches to teaching.

3 2 1.5 1
• Asks appropriate questions which require critical thinking. NJ

• Demonstrates use of specific assessment. 3 2 1.5 1

NJ

3 2 1.5 1
NJ
Engages in critical self-reflective techniques to improve teaching. 3 2 1.5 1
IPTS 3, 6, 8, 10, 11 ; LA 1, 3 NJ

• Reflects upon and appropriately evaluates teaching experiences.

3 2 1.5 1
• Reflects upon and appropriately evaluates own performance based on NJ
student performance.
3 2 1.5 1
• Reflects upon and implements feedback provided by cooperating teacher NJ
and/or supervisor.

3 2 1.5 1
NJ
Seeks and participates in opportunities for continuing educational and professional 3 2 1.5 1
growth. NJ
IPTS 10, 11 ; TECH 2, 4

• Attends staff meetings, team meetings, parent teacher conferences, in- 3 2 1.5 1
services as requested. NJ

• Initiates discussions with cooperating teacher(s) about educational practices

and procedures. 3 2 1.5 1
NJ
Comments:      
Pillar Three: Fostering a Commitment to Service Rating

Demonstrates an awareness of community resources and service opportunities. 3 2 1.5 1

IPTS 9, 10 NJ
Participates in professional, community, school and/or student service activities. 3 2 1.5 1
IPTS 9, 10, 11 NJ

• Is punctual and regular in classroom attendance.

3 2 1.5 1
• Approaches teaching enthusiastically. NJ

• Shows a responsive attitude in learning to teach and receptive to 3 2 1.5 1

verbal/written feedback. NJ

• Maintains professional appearance, grooming, language and interactions. 3 2 1.5 1

NJ
• Takes initiative and assumes responsibility.
3 2 1.5 1
NJ

3 2 1.5 1
NJ
Comments:      
Pillar Four: Pursuing the understanding and Effective Application of Rating
Technology in Educational Settings
Uses multiple forms of technology to find, organize, interpret, and present 3 2 1.5 1
information. NJ
IPTS 6, 7 ; TECH 1, 2, 3, 5, 6, 7
Critically evaluates on-one resources and educational software. 3 2 1.5 1
IPTS 4, 6, 8; TECH 2, 3, 4, 6, 7 NJ
Comments:      

SIGN BELOW

Evaluator’s Signature __     __________________ Date __     _________

The EFE is based upon the indicators under the four pillars of the UIUC Conceptual Framework: Teaching and
Learning in a Diverse Society (www.ed.uiuc.edu/cte) and measures the extent to which teachers candidates
in all UIUC teacher preparation programs meet these indicators. The UIUC Conceptual Framework indicators are
aligned with the Illinois Professional Teaching Standards as well as the Technology Standards and the Language
Arts Standards for all Illinois Teachers. In the chart below the three columns to the right of the UIUC Conceptual
Framework indicators show which state standards are aligned with each indicator.

Alignment of the UIUC Conceptual Framework to the Illinois Professional Teaching

Standards (IPTS) Technology Standards (TECH) and Language Arts Standards (LA)
for all Illinois Teachers
UIUC Conceptual Framework IPTS TECH LA
Pillar 1: Establishing Community in Teaching and Learning
Environments
Understands and appreciates the diverse needs and talents of all students and 1,2,3,4,5, 1,3
adapts instruction in order to create effective learning environments. 8
Effectively communicates with students, parents, colleagues, and others to 3,5,7,9 5 1,2,3
support and enhance learning communities.
Pillar 2: Guiding the Development of Inquiring and Reflective Minds

Develops appropriate instructional plans that reflect the knowledge bases of 1,2,3,4,6, 8 1,2,3
subject matter content, pedagogy, and human growth and development. 7,8
Engages in critical self-reflective techniques to improve teaching. 3,6,8,10,1 1,3
1
Seeks and participates in opportunities for continuing educational and 10,11 2,4
professional growth.
Locates, critically evaluates, and uses multiple resources to enhance curriculum. 3,4,8 3,4,6,7,8 1
Pillar 3: Fostering a Commitment to Service
Demonstrates an awareness of community resources and service opportunities. 9,10
Participates in professional, community, school and/or student service activities. 9,10,11
Pillar 4: Pursuing the Understanding and Effective Application of
Technology in Educational Settings
Uses multiple forms of technology to find, organize, interpret, and present 6,7 1,2,3,5,6,
information. 7
Critically evaluates on-line resources and educational software. 4,6,8 2,3,4,6,7